Footprints Preschool New Haw

Footprints Preschool New Haw

Unique reference number (URN): 2779780 Address: All Saints Church, Weybourne Way, New Haw, Addlestone, KT15 3DH Type: Childcare on non-domestic premises Registered with Ofsted: 01/02/2024 Registers: EYR Registered person: Footprints Pre-School Addlestone Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Highly competent leaders foster a welcoming and inclusive environment where all children, including those with special educational needs and/or disabilities (SEND) and those facing other barriers to learning, thrive and make steady progress towards closing gaps in their development. Staff know children well and promptly recognise when children may benefit from additional support. This reflects the positive impact of leaders' role modelling and targeted training to ensure staff meet these children's individual needs effectively.

p.2

Inclusion Strong standard

Staff work extremely closely with leaders, parents and carers, as well as external professionals to ensure consistency in children's care and learning. For example, transition times are thoughtfully organised for children with SEND. This enables these children to engage independently with chosen resources while others complete routines, such as moving from the garden to indoors for snack.

p.2

Inclusion Strong standard

Knowledgeable leaders maintain a clear and accurate overview of the effectiveness of targeted plans for children with SEND, which are regularly reviewed in collaboration with external professionals and parents. Leaders and staff implement well-considered strategies to support children when they feel emotionally overwhelmed, such as providing a cosy tent equipped with calming resources. These types of approaches are shared with parents, who replicate similar strategies at home. This contributes positively to children's developing self- regulation. In addition, leaders carefully review information about children's individual needs, monitor their progress and make informed decisions about the use of additional funding, including providing enriching experiences and resources that broaden their opportunities.

p.2

Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, make progress from their starting points. Overall, they develop the key skills they need for future learning, as most staff build effectively on what children already know and can do. Although, children's mathematical understanding remains at a relatively basic level, compared to what they are capable of.

p.2

Achievement Expected standard

Children's natural curiosity, eagerness to explore and engagement grow over time. Babies investigate a range of textures, smiling at staff who model language alongside their play. They explore additional objects with focus, clearly enjoying warm and responsive interactions with staff. Toddlers confidently name foods at mealtimes, sorting them into categories, such as fruits and vegetables. Preschool children communicate respectfully with one another, valuing each other's ideas as they collaborate to build a castle. They use less familiar words, such as 'drawbridge' and work together to create a simple mechanism, demonstrating an understanding of its purpose. In particular, toddlers develop increasing confidence in expressing themselves. However, some younger and older children receive less consistent support for their language development. For example, during large group activities, some staff tend to respond

p.2

Achievement Expected standard

primarily to more confident children who readily answer questions, rather than actively supporting less confident children to contribute and develop their communication skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are warm, calm and responsive, acting as positive role models. Children behave well and learn to show kindness and respect as they play cooperatively. For example, older children politely ask to join their friend's play, and these requests are welcomed, allowing play to continue smoothly. Overall, staff use appropriate strategies to support children's understanding of their expectations. They typically explain why certain behaviours are not acceptable and help children recognise the impact of their actions on others. Effective systems are in place for those children who require additional support to manage their behaviour, such as the use of sand timers and fidget toys to promote turn taking and self-regulation.

p.3

Behaviour, attitudes and establishing routines Expected standard

Routines are established and generally children move between them smoothly. For instance, children with special educational needs and/or disabilities are supported by leaders during transitions when others move onto the next activity. However, there are occasions when children's independent play is unnecessarily interrupted, and they spend too long waiting in queues to wash their hands before mealtimes. They are then required to sit at tables while others finish, with little interaction from staff. During these periods, many children sit passively, observing rather than engaging in purposeful learning.

p.3

Behaviour, attitudes and establishing routines Expected standard

On the whole, children are keen and enthusiastic learners, who take pride in their achievements. They eagerly share their creations with staff, who offer frequent praise and encouragement. This reinforces positive behaviour, such as sharing and taking turns, often without the need for further adult support. Leaders also recognise the importance of regular attendance and punctuality in supporting children's ongoing learning and in preparing them for their eventual move to school.

p.3

Children's welfare and wellbeing Expected standard

From the outset, staff gather detailed information from parents and carers about children's care routines, likes and dislikes. They use these details to meet the individual needs of children of all ages, including those with special educational needs and/or disabilities. For example, staff use a range of suitable strategies to help new babies settle in, such as distracting them by engaging them with toys linked to their interests and giving reassuring hugs through close interactions. In this way, children establish warm and trusting relationships with their key persons. Where approaches turn out to be less effective, strategies are reviewed and adapted promptly with leaders' support.

p.3

Children's welfare and wellbeing Expected standard

Leaders understand the needs of the local community and seek to address some of its needs through the setting. For instance, there is a clear focus on promoting healthy lifestyles. Children learn that eating fruit and vegetables helps them to stay fit and healthy. Leaders also organise cookery sessions to make healthier food options. Children are independent in their self-care from an early age, such as routinely washing their hands before meals. However, the organisation of this routine is sometimes overly time consuming, reducing opportunities for children to engage in meaningful, independent play and interactions with friends.

p.3

Children's welfare and wellbeing Expected standard

Staff support children to recognise and express their feelings and emotions appropriately. For example, toddlers talk about foods they like and dislike during mealtimes. Staff use books to help children explore concepts of care and affection. Leaders work closely with the chef to provide nutritious, balanced meals, ensuring that individual dietary needs and preferences are fully taken into account.

p.4

Curriculum and teaching Expected standard

Leaders have established a clear and ambitious vision for a broad curriculum. Overall, this is communicated effectively to most staff, resulting in generally consistent and high expectations. In particular, staff prioritise children's physical development, communication and language and personal, social and emotional development. As a result, children typically develop the fundamental skills they need for future learning.

p.4

Curriculum and teaching Expected standard

There are many opportunities for children of all ages to play outdoors in the fresh air, where they engage in a range of experiences across the curriculum. For example, children's physical development is promoted well. Babies explore balls, rolling and attempting to kick them in the nets. Toddlers develop coordination as they climb, balance and descend wooden structures. Preschool children construct models and confidently jump from low heights into hoops on the ground. Staff also support children's language development, for instance through enthusiastic book sharing, discussing illustrations and storylines to extend vocabulary. Older children show an interest in early writing, such as attempting to write their names on a chalk board, with staff providing guidance by emphasising initial sounds.

p.4

Curriculum and teaching Expected standard

While staff plan a variety of engaging activities that capture children's interests, the quality of interactions to support progression is more consistent in the toddler room and for children who face barriers to learning. Some staff do not as yet have a secure understanding of how to implement the curriculum in a carefully sequenced way to maximise every child's progress. For example, although a pizza making activity is intended to promote mathematical learning, opportunities for meaningful teaching is not fully considered. The focus remains on sharing ingredients and completing the task, as opposed to developing children's mathematical knowledge and skills.

p.4

Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and generally recognise where further improvements can be made to benefit children. For example, leaders and staff have worked collaboratively to reorganise the large indoor space to better accommodate children of all ages and help meet their individual needs. This has helped to reduce noise levels, enabling children to listen and focus more attentively and engage more effectively in their learning.

p.4

Leadership and governance Expected standard

In general, leaders identify key areas for development, such as providing staff with feedback to strengthen their teaching skills, particularly in relation to supporting children with special educational needs and/or disabilities. However, this is not yet implemented with enough rigour to ensure that guidance is consistently reflected through training and ongoing support. As a result, effective strategies are not yet applied consistently across the setting. Despite this, leaders are mindful of staff's wellbeing and actively promote a healthy work-life balance, which contributes positively to high staff morale.

p.4

Leadership and governance Expected standard

Parents and carers speak highly about the care and education their children receive. They value leaders' secure understanding of how to identify and support children with SEND. Parents are signposted to external services to support their children, such as to plan a smooth transition to school. They comment positively on the detailed and regular communication they receive from staff about their children's experiences. Leaders are quick to identify when children and their families may need further support and work effectively with external professionals to secure this. They understand the positive impact this has on children's wellbeing, welfare and future learning.

p.5

What it's like to be a child at this setting

Children arrive with enthusiasm at this welcoming and stimulating setting. They happily wave goodbye to their parents and carers before excitedly greeting their friends and staff with huge smiles. Overall, children settle with ease and feel emotionally secure in staff's care. Children with special educational needs and/or disabilities (SEND), supported closely by leaders, are helped to find individualised ways to acclimatise successfully to the setting. This is maintained across routines, such as when children with SEND continue to engage with high-interest resources while others prepare for transitions, such as tidying up and lining up at the door to go outdoors.

p.5

What it's like to be a child at this setting

Children develop their decision-making skills well as they select from a wide range of activities, many of which stimulate children's growing interests. Older children demonstrate impressive social skills, politely asking to join in their friends' play. They often collaborate effectively, for example holding containers steady while friends fill them with water. This shows children's kindness and cooperation as they complete tasks. From an early age children also develop a genuine love for books. They sit close to staff, listen avidly, and point to illustrations to draw attention to key parts of the story. Many children independently prioritise choosing to look at their favourite books by themselves and with friends. It is clear they truly enjoy this as they smile, giggle and chat away happily.

p.5

What it's like to be a child at this setting

Children's emotional and physical wellbeing is given priority. They are supported to understand and manage risks as they explore, helping them to keep themselves safe. For instance, they learn to wait their turn before using large climbing equipment in the garden, recognising that others need to complete the activity safely first. Even the very youngest

p.5

Address:

All Saints Church Weybourne Way, New Haw Addlestone KT15 3DH

p.6

Address:

Type: Childcare on non-domestic premises children are encouraged to wait, such as when taking turns to climb up the slide, sitting at the top and going down once staff have checked that it is safe to do so.

p.6

Next steps

Leaders should embed a progressive curriculum that all staff fully understand and implement effectively to support what individual children need to learn next, particularly in mathematics. Leaders should strengthen systems for support, coaching and training for all staff to swiftly address any inconsistencies in practice. Leaders should review and adapt organisation of routines to reduce children's waiting times and allow them more time to engage in purposeful play. Leaders should closely monitor the effectiveness of how well less confident children are included in large group activities.

p.6

About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, children and parents during the inspection.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years' foundation stage. Registration date: 01/02/2024

p.6

About this inspection

Registered person: Footprints Pre-School Addlestone Limited

p.7

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8